| 1. |
- Bevemyr, Mats, 1964-
(författare)
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Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn
- 2014
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Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; :2, s. 63-87
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Tidskriftsartikel (refereegranskat)abstract
- In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts.
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| 2. |
- Bodén, Ulrika, et al.
(författare)
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Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 3. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 4. |
- Godhe, Anna-Lena, et al.
(författare)
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Texts, Information and Multimodality in the Digital Age
- 2022
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details
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| 5. |
- Johansson, Maritha, Fil dr, 1972-
(författare)
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In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik
- 2019
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 62-86
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Tidskriftsartikel (refereegranskat)abstract
- The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.
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| 6. |
- Liljegren, Lars, 1966-
(författare)
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A "Shocking" or a "Moving" Scene? : The Need for a More Critical Approach to Teaching Literature in Translation
- 2020
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :3, s. 77-108
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Tidskriftsartikel (refereegranskat)abstract
- I argue that there needs to be agreater critical awarenessinparts ofthe academic world as regards the useof literary translations published at a time of state censorship.Using the first English translations ofAugust Strindberg’sGiftas(1884;1886) andI havsbandet(1890) as a case in point, this paper demonstratestheextent to which translations of books whose content clashed with theBritishObscene PublicationsAct 1857 deviated from their source texts, oftenon the very points that made the books and their authorsfamous. Although there are more recent and uncensored translations available today, the old and censoredtranslations of“provocative”authors such as Strindberg, Zola and Flaubert often outnumber more recentones on the market, sometimes under the guise of being “Scholar’s Choice” editions. I will demonstratethatseveralliterary scholars quote and refer to censored translations,eventothe censored passagesthemselves,andthatsomeuse them in academic coursesfocussing onthevery aspects that were censored.I therefore suggest thatit should be made mandatory forallcoursesdealing with translated literaturetoinclude critical discussions on the use of translations.
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| 7. |
- Lundblad, Thomas, et al.
(författare)
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Dialogic manifestation of an augmented reality simulation
- 2013
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Ingår i: EDUCARE. - Malmö : Fakulteten för lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 45-63
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles.The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer.The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.
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| 8. |
- Markström, Ann-Marie
(författare)
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Förskolans utvecklingssamtal : ett komplex av aktiviteter i tid och rum
- 2008
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- This article highlights the construction of parent-teacher conferences in the Swedish preschool and activities related to them. Drawing on an ethnographic study the analysis focuses on the actors´ contributions to the conference and what resources are used. The empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. The results show that children, parents and preschool teachers are all involved in parent-teacher conferences. It is argued that different activities are initiated and governed by the institutional framework of the parent-teacher conference, and that it is almost an imperative for all the actors to be active in this process: to fill in forms, have talks in preschool or at home and then report and use these activities in the conference. In addition, the different activities that construct the parent-teacher conference have pedagogical implications by influencing the children and parents to become self-reflective in specific ways.
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| 9. |
- Markström, Ann-Marie, 1956-
(författare)
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"Soft governance" i förskolans utvecklingssamtal.
- 2011
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Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
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| 10. |
- Sigvardsson, Anna, 1981-
(författare)
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Poesiintresserade unga i Sverige : en studie om poesiläsning på fritiden 2015–2016
- 2017
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; 2, s. 145-168
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Tidskriftsartikel (refereegranskat)abstract
- Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how keen readers of poetry became interested in the genre and use poetry today in their spare time. The material consists of 21 semi-structured online interviews. The analysis shows that participants tend to come from families that read and value literature. The participants generally develop an interest in poetry during late adolescence. Reading is the most common leisure activity. There is little online activity with poetry in the group. Many read poetry to be inspired and integrate what they read in other texts, images and music. Participants tend to prefer lyric poetry and a male western canon is dominant in their examples of favourite poets.
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